thoughts and reflections along the way

Monthly Archives: July 2014

I believe a significant role of the teacher librarian is to promote the VALUE of reading children’s literature. TL’s can create opportunities for children to emotionally engage with text; work with teachers and students to develop protracted and reflective reading practices an, as Zipes mentions, “demonstrate how reading fosters critical thinking, sensitivity, pleasure and civic responsibility” (2009, p.42) and “bring readers together with other readers to discuss the qualities” of the text or the content (p. 39). The TL’s role is to provide access to a range of children’s lit in many formats (digital & print). Collaborate with teachers, encourage them to design specific programs and activities to engage children in reading, explore the use of blogging or social media to do so; encourage teachers to continue to read aloud in the classroom – recommend class texts. I agree that children read differently today, and if books have been “incorporated into a culture of entertainment” (Zipe, 2009, p. 33) then it is the responsibility of the TL to improve student’s appreciation of why we read literature. Le Guins’s description of the book as “social vector” (Zipe, 2009, p. 38), a pathway to understanding ourselves and the world we live in appeals to me. TL’s are well placed to make reading meaningful to students in ways other than literacy instruction (alphabetic literacy/comprehension) or entertainment.

Zipes, J. (2009). Misreading children and the fate of the book in Relentless progress the reconfiguration of children’s literature, fairy tales, and storytelling. London: Routledge.

Do you have a vision for the future of children’s literature? Who will be the drivers of change?

I hope that rich and engaging storytelling (content) will continue to be the mainstay of children’s literature in the future, in whatever media, print or digital. According to Madej ( 2003, p. 3), the history of children’s literature shows that narrative expression has evolved over time; whether it is created for education, entertainment or both, storytelling remains key to “shaping children’s human experiences and the way they learn” and constructs meaning in their lives. Madej also alludes to the possibilities and opportunity for story writers to use new media to create rich digital narrative to continue this evolution.

I am not sure who will be the drivers of change, although I can see how “empowered children” (McLean, 2013) influence the market and the facilitators (publishers). Current trends in education and curriculum could also be seen to drive change, in terms of content and delivery.

From the readings I have taken the following points to be key elements of any definition of children’s literature:

Children’s’ literature (narrative writing/storytelling)

encompasses a vast range of genre, form & media

serves many purposes and addresses a diverse range of needs (education, enjoyment)

engages, enlightens and entertains children

is written specifically for children (Winch, 2006); using language, ideas and themes that are within the readers grasp/accessible – relevant content

Pleasures in literature

For me, emotional engagement with characters and story are paramount. I find this is often the case with students as well. Recently, teachers in our school introduced literature circles to yr 6 students to engage discussion around reading and literature. A variety of narrative texts were selected. A surprisingly successful book was Digger J Jones by Richard J. Frankland; the diary of an eleven year old aboriginal boy growing up in 1960’s Melbourne during the Referendum. Students really engaged with the language, they loved Digger’s “voice” and his take on the world at that time. There were some wonderful discussions about Digger’s life with his friends and family, discrimination and aboriginal civil rights.